Results by title
56 books match the query 'Effect of technological innovations on' and 5 start with w
WPAing in a Pandemic and Beyond
Revision, Innovation, and AdvocacyTodd Ruecker
Utah State University Press, 2025
Writing program administrators have a long history of advocating for their students, fellow faculty, and programs. This advocacy includes defending their work against other entities that seek to dictate the work, challenging institutional policies that define student success in a narrow way or create untenable conditions for writing faculty workloads, and making antiracism a central part of writing programs. The COVID-19 pandemic undoubtedly created a variety of additional challenges for those working in education at all levels. WPAs suddenly had to navigate new public health mandates alongside student and instructor fears as well as pressures by administrations and publics to teach in person.
The chapters in this collection include a variety of voices who have been involved in writing program administration in recent years to reflect on the work done in this moment of crisis. Through both short vignettes and longer chapters, this book explores the complicated interactions between WPA work and navigating times of crisis to provide insights for moving forward. Authors explore a variety of topics including professional development, curricular change, advocating in the face of intransigent administrations and others, caring for students, and taking time for self-care. Pointing to specific actions for continued advocacy, WPAing in a Pandemic and Beyond will be of great interest to WPAs and writing studies scholars.
The chapters in this collection include a variety of voices who have been involved in writing program administration in recent years to reflect on the work done in this moment of crisis. Through both short vignettes and longer chapters, this book explores the complicated interactions between WPA work and navigating times of crisis to provide insights for moving forward. Authors explore a variety of topics including professional development, curricular change, advocating in the face of intransigent administrations and others, caring for students, and taking time for self-care. Pointing to specific actions for continued advocacy, WPAing in a Pandemic and Beyond will be of great interest to WPAs and writing studies scholars.
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Waiting for Robots
The Hired Hands of AutomationAntonio A. Casilli
University of Chicago Press, 2025
An essential investigation that pulls back the curtain on automation, like AI, to show human workers’ hidden labor.
Artificial Intelligence fuels both enthusiasm and panic. Technologists are inclined to give their creations leeway, pretend they’re animated beings, and consider them efficient. As users, we may complain when these technologies don’t obey, or worry about their influence on our choices and our livelihoods. And yet, we also yearn for their convenience, see ourselves reflected in them, and treat them as something entirely new. But when we overestimate the automation of these tools, award-winning author Antonio A. Casilli argues, we fail to recognize how our fellow humans are essential to their efficiency. The danger is not that robots will take our jobs, but that humans will have to do theirs.
In this bracing and powerful book, Casilli uses up-to-the-minute research to show how today’s technologies, including AI, continue to exploit human labor—even ours. He connects the diverse activities of today’s tech laborers: platform workers, like Uber drivers and Airbnb hosts; “micro workers,” including those performing atomized tasks like data entry on Amazon Mechanical Turk; and the rest of us, as we evaluate text or images to show we’re not robots, react to Facebook posts, or approve or improve the output of generative AI. As Casilli shows us, algorithms, search engines, and voice assistants wouldn’t function without unpaid or underpaid human contributions. Further, he warns that if we fail to recognize this human work, we risk a dark future for all human labor.
Waiting for Robots urges us to move beyond the simplistic notion that machines are intelligent and autonomous. As the proverbial Godot, robots are the bearers of a messianic promise that is always postponed. Instead of bringing prosperity for all, they discipline the workforce, so we don’t dream of a world without drudgery and exploitation. Casilli’s eye-opening book makes clear that most “automation” requires human labor—and likely always will—shedding new light on today’s consequences and tomorrow’s threats of failing to recognize and compensate the “click workers” of today.
Artificial Intelligence fuels both enthusiasm and panic. Technologists are inclined to give their creations leeway, pretend they’re animated beings, and consider them efficient. As users, we may complain when these technologies don’t obey, or worry about their influence on our choices and our livelihoods. And yet, we also yearn for their convenience, see ourselves reflected in them, and treat them as something entirely new. But when we overestimate the automation of these tools, award-winning author Antonio A. Casilli argues, we fail to recognize how our fellow humans are essential to their efficiency. The danger is not that robots will take our jobs, but that humans will have to do theirs.
In this bracing and powerful book, Casilli uses up-to-the-minute research to show how today’s technologies, including AI, continue to exploit human labor—even ours. He connects the diverse activities of today’s tech laborers: platform workers, like Uber drivers and Airbnb hosts; “micro workers,” including those performing atomized tasks like data entry on Amazon Mechanical Turk; and the rest of us, as we evaluate text or images to show we’re not robots, react to Facebook posts, or approve or improve the output of generative AI. As Casilli shows us, algorithms, search engines, and voice assistants wouldn’t function without unpaid or underpaid human contributions. Further, he warns that if we fail to recognize this human work, we risk a dark future for all human labor.
Waiting for Robots urges us to move beyond the simplistic notion that machines are intelligent and autonomous. As the proverbial Godot, robots are the bearers of a messianic promise that is always postponed. Instead of bringing prosperity for all, they discipline the workforce, so we don’t dream of a world without drudgery and exploitation. Casilli’s eye-opening book makes clear that most “automation” requires human labor—and likely always will—shedding new light on today’s consequences and tomorrow’s threats of failing to recognize and compensate the “click workers” of today.
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Why Learn History (When It’s Already on Your Phone)
Sam Wineburg
University of Chicago Press, 2018
Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious.
With the internet always at our fingertips, what’s a teacher of history to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate.
It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.
With the internet always at our fingertips, what’s a teacher of history to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate.
It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.
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Women, Gender, and Technology
Edited by Mary Frank Fox, Deborah G. Johnson, and Sue V. Rosser
University of Illinois Press, 2006
An interdisciplinary investigation of the co-creation of gender and technology
Each of the ten chapters in Women, Gender, and Technology explores a different aspect of how gender and technology work--and are at work--in particular domains, including film narratives, reproductive technologies, information technology, and the profession of engineering. The volume's contributors include representatives of over half a dozen different disciplines, and each provides a novel perspective on the foundational idea that gender and technology co-create one another. Together, their articles provide a window on to the rich and complex issues that arise in the attempt to understand the relationship between these profoundly intertwined notions.
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Working in the Virtual Stacks
Laura Townsend Kane
American Library Association, 2011
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